Period Three  (Grammar )

l        Teaching objectives

1.       To use “wh-” words + “to” infinitives to talk about problems.

2.       To learn about sentences types

3.       To study five kinds of sentences structures

4.       To learn to use object complements

l        Language function and focus

Simon does not know what to do.

Paul knows who to talk to for help.

We believe it unnecessary to give students tests every day.

We have proved him wrong.    Consider David the best chairperson

Jay named his dog Bobby.

l        Teaching methods

Discussing/writing/practising

l        Teaching procedures

Part A

1.       Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how

2.       For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.

Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?

3. Explain to students that they need to use the “wh-“ words+to do structure to complete the exercise on page45. The “wh”- words can be used more than once.

4. This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise.\

  For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.

5. Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

 Part B

1.       As a warm-up activity, write the following form on the board:

Statement (positive)

Statement (negative)

Question

Imperative

Exclamation

2.       Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.

3.       Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.

4.       Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.

5.       Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.”  Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. 

Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”

Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.

Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g.,

“How lucky we are today!”

“What a lucky day!”

6.       Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.

7.       Once students have finished, ask the class to check the answers with you.

Part C

1. Write these two sentences on the board,

Millie was tired.

Playing basketball made Millie tired.

Ask students to compare the two sentences. In the first sentence, “tired” is the predicative of the sentence whereas in the second sentence, “tired” is the object complement that describes the object of the sentence (Millie).

2. Ask students to look at the table at the top of page 47. Tell students that an object complement is an adjective (or adjective phrase) or noun (or noun phrase) that relates to the object. Encourage students to ask questions about object complements.

3. For stronger classes, tell students that if we add the verb “to be” between the object and the object complement and then use the object as a subject to start a new sentence, the original object complement becomes a predicative of the new sentence, e.g.,

They painted the box red.

The box is red.

4. Tell students that not all verbs can be followed by an object complement. Some words that can be used in this pattern are:

Appoint  elect  like   prove     believe   find    make    think   call    get   name   vote    consider    keep    paint   want    declare   leave   prefer 

5.       Explain the context. Students should circle the object complements found in Millie’s homework. Ask more able students to report their difficulties to the class. Be ready to offer help for this exercise.

6.       Ask twelve students to each read one answer to the class. Check the answers as a class.

Part D

1.       Review the definitions and the main uses of the sentence elements, such as the subject, the predicative, the direct object, the indirect object and the object complement. Ask students to refer to pages 11 and 47 for more details.

2.       Explain to students that different combinations of the sentence elements form different sentence structures. Go through the five basic sentence structures at the top of page 48 ans explain the structures to students, e.g.,

Eddie is eating.

Eddie is having his dinner.

Eddie is hungry.

Hobo gives Eddie another cake.

Hobo calls Eddie Big Stomach.

3.       Ask students to work in pairs and make up a sentence for each of the five sentences structures. Ask them to write their sentences for the first structure. Praise them if the sentence is correct. If not, ask other students to help correct the sentence. Students can benefit from correcting each other’s mistakes in gaining a better understanding of the structure.

4.       Explain the exercise in Part D1 on page 48. More able students may work on their own while weaker students may work in pairs. Once students have finished, ask seven students to read their sentences aloud and check the answer s as a class. Praise them for any parts that they have done correct. Try not to focus on their mistakes.

5.       For stronger classes, you can write more sentences on the board and ask students to identify the sentence structures.

6.       Explain on the context. Sigmund is writing some notes on teenagers’ problems. However, the words in the sentences are all mixed up because of computer problems. Students need to rearrange the words to form correct sentences using their knowledge of sentence structures. Then ask students to name the type of sentences.

7.       For stronger classes, ask students to work alone. For weaker classes, ask them to work in pairs.

8.       Once students have completed the exercise, ask seven students to each read one sentence and the sentence type to the class. Check the answers as a class. If students have different opinions, ask them to give their reasons.

9.       Try not to focus on the mistakes. Praise students if they have done well in any parts.

Homework：<<补充习题>>   P 19(A2), P20(B1), P21(C1)

Design on Bb

课题：教科版《科学》四年级下册《萌发的种子》
萌发的种子

教学内容：
教科版四下科学教材第32-33页。
教学目标：
1、喜欢探究种子的奥秘，知道种子萌发的环境条件，养成认真细致、坚持观察的科学态度。
2、会使用镊子解剖种子；能设计对比实验进行研究并作记录。
3、知道蚕豆种子的构造：由种皮、胚根、胚芽、子叶等部分组成。
4、在经历自主探究、合作交流的活动过程中，增强对科学学习的兴趣和合作学习的意识。
教学重点：观察发芽的蚕豆，知道蚕豆种子的构造与各部分的作用；知道种子萌发的条件。
教学难点：观察子叶在蚕豆发芽过程中的作用。
教学准备：分组观察材料──培养皿、镊子、小刀、放大镜、不同发芽阶段的蚕豆种子；学生准备好观察记录表以便汇报；刚发芽的蚕豆、棉花、培养皿，为第三部分实验做准备。
教学方法：学生通过观看录像，经历自主探究、合作交流的活动过程，知道种子萌发的条件和蚕豆种子的构造。
教学时间：1课时。
教学过程：
一、 情景导入，揭示课题
师：今天老师来到（金山或土门），能认识这么多的新朋友，真是非常高兴！初次见面，老师给大家带来了一份礼物，你们想知道是什么吗？请看大屏幕。会唱的小朋友跟着一起唱。（播放种子发芽的录像，配上儿歌小雨沙沙）你能从老师带来的礼物中知道什么？（春天来了，种子发芽了；一个个新生命到来了，它们充满了勃勃生机，多么有生命力呀……）
今天我就和小朋友们一起研究《萌发的种子》，希望我们能够合作愉快！请大家齐读课题。
二、探究种子萌发的条件
1、猜测种子萌发的条件
师：春天来了，万物开始复苏，种子们也不甘落后，请同学们来猜一猜，种子萌发需要哪些条件？（学生自由说）
2、 观看种子萌发的录像，探究种子萌发的条件
要求学生认真观看，思考五个培养皿的条件有什么不同？然后填写报告单。

实验报告单

1号

2号

3号

4号

5号

水量

无水

过量的水

适量

适量

适量

环境

温暖的阳台

温暖的阳台

温暖的阳台

冰箱冷藏室

暖气片

猜测发芽情况

备注：发芽的打“√”，不发芽的打“×”。3、学生小组交流并汇报，得出种子萌发的条件
种子萌发的条件是：充足的空气、适当的水分、适宜的温度。
4、播放种子萌发的秘密的录像。
三、 探究活动：观察发芽的蚕豆
1、 观察蚕豆发芽时的吸水量
（1）师给各组分发浸泡后的蚕豆两粒，问：这两粒蚕豆和我们平时看到的蚕豆有什么不同？看看谁发现得最多？
（2）小组讨论：用什么方法可以测量出每个蚕豆吸了多少水？
（3）汇报交流方法
方法1：用烧杯；
方法2：用秤称……
（4）联系生活，发散：如果妈妈在家里面泡豆瓣，你就可以借用这些方法，这样可以节约用水，不浪费。
2、观察发芽的蚕豆
（1）讨论方法
师：我们刚才只看到蚕豆的表面，有什么方法可以更清楚地探究蚕豆种子里面的结构呢？（解剖）
（2）学生提出方法后引导学生分小组进行解剖。
示范用镊子剥蚕豆皮的方法，用镊子剥去蚕豆的皮，然后从两边小心掰开，最后用放大镜子仔细观察。强调要领：a．不要着急；b．把剥了皮的蚕豆从开口的那边小心掰开，放在培养皿中。c．保持种子的完整性。
（3）分组研究：蚕豆种子可以分成几部分？
A、认识种子的各部分。
师根据学生回答板书：
种皮
种子 胚根
胚芽
子叶
B、推测：种皮、胚根、胚芽和子叶在蚕豆种子生长过程中分别起了什么作用？
C、寻找证据证明各部分的作用。
出示图片：分别观察、比较发芽3天、发芽6天、发芽9天的蚕豆各有什么区别？归纳种子各部分作用。
板书：胚芽发育生长后变成茎和叶；胚根发育生长后变成根。
（4）子叶在蚕豆发芽过程中的作用
师：子叶有什么作用？找到证据了吗？你有什么疑问产生吗？
A、 全班阅读P33页介绍的一个研究操作过程。
B、 小组讨论：研究过程的每一步骤的意图是什么？哪些方面对我们的实验设计有启示？
C、 小组讨论：实验需要什么材料？怎样分工呢？
D、 制定我们小组的实验计划。
E、 小组进行实验探究。
F、 要求学生下课后继续研究并在第33页作好记录以后交流。
师：我们的科学研究不能只停留在在课堂上研究，我们还应该在生活中也注意积累知识，坚持不懈地进行探究，科学家们就是这样成功的。未来的科学家们就在你们中间。
四、 全课小结
学生观看种子萌发的全过程的录象。
五、 拓展与延伸
出示太空中的植物图片。
　
板书设计：
萌发的种子
充足的空气 种皮
条件 适宜的温度 种子 胚芽——茎和叶
适量的水份 胚根——根
子叶——？　

教学目标：
1．以自主探究的学习方法为主，充分激 发学生的主动意识和探究精神；
2．认识读书的益处；养成良好的读书 习惯；
3．学习比较阅读的方法，了解议论文的 常识；
4．培养学生搜集资料、处理信息的能力。
教学过程：
1．导人新课
2．让一个学生朗读全文，其余的同学一边听一边思考：
①本文的主要内容是什么？
②这位同学读得好在哪里？有哪些需要改进的地方？
3．学生自读《谈读书》主要内容。
（1）整体感知——本文的中心话题“读书”，围绕这一话题，谈了些什么内容？
读书益处：
①读书要与经验互补；
②要讲究读书的方法；
③要根据不同的性格和需要做不同的选择。
（在小组讨论之后，让一部分学生在全班陈述讨论结果，老师作点拨补充）
（2）自主、合作、探究
①精读课文，在文中画出有疑问的语句、内容。
②分小组讨论解疑，汇总、对得不到解决的疑问，师生共同讨论解决。
（3）进一步研讨——找出文中你认为富有哲理的话，谈谈你对这句话的认识。（老师可引导学生谈对“读史使人明智……逻辑修辞之学使人善辩”这句话的理解，并模仿这一句式续写几句话。）
过渡：前文重点谈读书的益处，该怎样读书呢？有人说，读书要“咬文嚼字”也有人说应“不求甚解”，你知道“不求甚解”该怎么理解吗？看看马南邨是怎样理解的。
4．快速阅读《不求甚解》，边读边思考：
找出“不求甚解”在本文中的含义
5．学生自主提出有关的问题，分小组研讨。
①“好读书” 和“不求甚解” 有什么关系？
②肯定“不求甚解” 的方法为什么要反对马马虎虎的态度？
③本文主要讨论了什么问题，用了哪些论证方法？
7．拓展训练
学习《不求甚解》的写法，对下列成语进行辩证分析，运用求异思维，口述新的立意。
①“见风使舵”新解
②“班门弄斧”辩
③“滥竿充数”辩
（明确：成语新解，重在从不同的角度去诠释，划清必要的界限，从正名人手，这往往是行文的前提，另外要紧密联系实际，借题发挥，做到有感而发，有的放矢。“见风使舵”一词，多用于那些不讲原则的世故之徒，但如果我们赋予“风” 以新的含义，喻指实际情况的变化或者规律，我们可以翻出新意；根据实际情况的变化，掌握方向，采取相应的措施，推动社会主义的航船向前发展。这样联系现实不是大有文章可做吗？“班门弄斧”这个成语，可以从故事人手，翻出“不迷信权威，敢于向权威挑战” 的新意。“滥竿充数” 这个成语，也可以从故事人手，翻出“滥竿之所以能充数，在于欣赏者的水平低下” 的新意。）
8．讨论比较。
两篇文章在语言上的不同特点：
（1）《谈读书》语言风格平易流畅，灵活地穿插比喻、排比、类比的修辞手法，充分随意的特点。
（2）《不求甚解》语言平易亲切，娓娓而谈，用语简约，生动形象。
谈谈自己在学习两篇短文前后的不同感受。